Objective:

This article aims at presenting a pedagogical intervention program for a competency-based education of conflict resolution by teachers’ trainee at the University of Camagüey.

Methods:

The authoress rely on methods such as the historical-logical, the analysis-synthesis, induction-deduction, documentary analysis and the systemic-structural-functional.

Result:

The main finding is a program for intervention for conflict resolution. The devised program is based on a pedagogic model that relates subjects’ knowledge, attitudes and experiences. It contributes to the education and performance of teachers’ trainees satisfying social demands.

Conclusion:

The pedagogical model and the program devised show that competency-based education of conflict resolution requires a contextualized close relation between theoretical, practical-experiential and attitudinal change components. As well as a reflective attitude, self-management, creativity, innovation, and making decisions on the parts of the students. Is proposed and the intervention program of the same nature, as a concretion of the theoretical proposal, show that for the formation of the CSCE in the student of the career under investigation, a close relationship is required between the theoretical component, the practical-experiential and attitudinal change, based on its contextualized nature and promoting reflection, decision-making, self-management, creativity and innovation of the student.

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